UNESCO-NIE Centre for Arts Research in Education (CARE)

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Title of Proceedings: 
international conference on Redesigning Pedagogy: Developing New Learning Contexts for a Globalising World, National Institute of Education, Nanyang Technological University, Singapore
Month of Conference: 
June 2009
Name(s) of Author/Editor(s): 
Adrian WONG
This paper reports on a case study into three teachers' beliefs and practices of drama education. The research investigated what changes, if any, were there on the beliefs and practices of drama education of the graduates as a result of their engagement in learning about drama education during the Advanced Post-Graduate Diploma in Drama and Drama Education (APGD). As contemporary drama pedagogy drew its conceptual beliefs and practices that is based on constructivist and social constructivist theories of learning while Singapore's education system inherited Asian pedagogy of teacher-centeredness reinforced by the examination system, would the teachers change their beliefs? As the research seek to understand the complexity of the change in beliefs as a result of the exposure to drama pedagogy, the three teachers were looked at separately as distinct units and then collectively as a case study. For each teacher, a survey was administered, interviews audio-taped, a lesson plan collected, a lesson video-taped and a stimulated recall audio-taped. The data were analyzed for implicit beliefs through 'critical incidents' offered by the teachers about their past and present teaching experiences, and implicit beliefs of their practices. These were compared with their explicit statements of belief and belief change. Analysis shows that there is a change in the teachers' beliefs about drama education from a view that drama education is only about finished products like plays and 'stagecraft' to encompass a belief that drama can be a learning medium. Their experiences of process dramas during the course had an impact on their belief about drama education. Additionally, their learning preferences and motivation also had a strong influence on how they engage with the theoretical and practical aspects of the APGD. However, there were inconsistencies found between two teachers' beliefs and practices of drama pedagogy.
Country of Research: 
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